4-H Youth Development History

By 1900, several schools had established clubs for boys and girls.  In 1902, A. B. Graham, an Ohio school superintendent, organized a boys' and girls' club with a home project based on corn.  This became the first "4-H" club.

The first 4-H emblem was a three-leaf clover introduced by O. H. Benson some time between 1907 and 1908.  The clover was used on placards, posters, badges, and canning labels.  In 1908, pins with the clover emblem were introduced.  The H's signified Head, Heart, and Hands.

A four-leaf clover design with H's appeared around 1908.  In 1911, Benson cited the need for four H's rather than three, suggesting that they stand for Head, Heart, Hands, and Hustle.  The present 4-H design was adopted when O.B. Martin, who was directing club work in the South, suggested that the 4-H's stand for Head, Heart, Hands, and Health.

Otis Hall, State 4-H leader in Kansas, wrote the original 4-H pledge. When the Executive Committee of the Land-Grant College Association requested R. A. Pearson, president of Iowa State College, and Dr. A. C. True of the Federal extension Service to write a pledge for 4-H, they submitted a pledge substantially written by Hall.

With the passage of the Smith-Lever Act by Congress in 1914, all Cooperative Extension work, including boys' and girls' clubs, became an official function of the United States Department of Agriculture.  The act was amended and then consolidated in 1953.  Discussion on the floors of both houses of Congress on May 21, 1953 concerning the intent clearly established that Cooperative Extension was to continue conducted 4-H work.  The Smith-Lever Act and subsequent amendments state that "Cooperative Agricultural Extension work shall consist of the giving of instruction and practical demonstrations in agriculture and home economics and subjects relating thereto to persons not attending or resident in said colleges in the several communities..."

More information is available at:

http://www.national4-hheadquarters.gov/about/4h_history.htm

http://www.4hcentennial.org/history/main.asp

4-H in California

As early as 1912, the University of California had encouraged the formation of boy's and girls' agricultural clubs in rural areas, and had worked with school districts to organize them. By 1914, eighty-four high school agricultural clubs were reported in California.  The goal of these clubs was no only to train youth in skills, but through their projects to influence some of the practices of adult farmers and homemakers.  Therefore, Extensions staff outlined project work, decreasing the twenty-four original projects down to six projects.  Although girls were not specifically excluded, membership in the earliest clubs consisted of boys only.

Each club sponsored contests in animal or crop production, with members keeping detailed records and competing to make the largest profit.  In 1915, thirty-seven clubs had at least six boys each and were competing against each other in local contests.  By 1917, 2,716 participants in 208 high school agricultural clubs were engaged in projects under the direction of the University of California.  Contest winners received prizes, usually a trip to Berkeley or the University Farm in Davis.  In the summer of 1914, 142 boys enjoyed three days of camping in militia tents at the University Farm in Davis.  This was the start of the annual summer 4-H Conference.

During the 1920's, agricultural club work grew.  More than 5,000 youth were enrolled by mid-decade, and more than 400 volunteer leaders contributed their time to club work.  The ever popular club summer camps continued at the University Farm, bringing youth together from throughout California.

In 1928, the title "4-H" appeared in California reports of youth work.  In the 1930's over 10,000 youth in California 4-H clubs annual learned skills through individual projects and developed leadership and civic responsibility through community improvement projects.  As totalitarianism threatened Europe toward the decade's end, 4-H leaders placed new emphasis on training for citizenship, the history of democracy, government process, political parties, and voting.

In 1953, a state 4-H Club leader was assigned by Extension.  4-H programs were reorganized with a widened project base aiming at a broader audience than just rural boys and girls.  Projects were offered in rural electricity, tractor maintenance, entomology, and home economics.  Projects were no longer required to show an economic return.  4-H clubs were sometimes used to extend research, as in the case of a 1950's Butte County project where club members conducted livestock feeding trails using almond hulls.  Almond hulls had been previously burned, but youth helped demonstrate that these hulls could be a satisfactory feedstuff for cattle and a supplementary source of income for almond growers.

Watch "The 4-H Trail" Video from circa 1945-1950.  VIDEO  (Windows Media 9 or above is required to view the program. The clip is 27 minutes and configured for broadband/dsl/cable modem users.)

During the late 1960's, the traditional 4-H program received new stimulus.  Congress appropriated funds for programs in low income urban areas and state funds were allocated for urban youth work.  Some counties developed experimental 4-H programs, adopting projects and methods for new groups with special needs.  In 1964, there were 37,000 4-H members in 1,000 clubs.  By 1969, 4-H had grown to 50,000 members, with 20 percent of the members from low income areas.

In the 1970's and 1980's, federal legislation focused on women, the handicapped, and minorities with respect to equal opportunity.  The 4-H program attracted minorities with short-term projects, after-school programs, and special urban and migrant outreach efforts.  Since not all effective with inner-city youth, 4-H specialists expanded the program by seeking grant funding and private support for special projects such as a summer outdoor education project in the San Joaquin Valley.

During the 1980's, dramatic demographic and social changes spanning the dimensions of race, ethnicity, language, and socioeconomic positions occurred in California.  Many immigrants from Asia, Latin America, Russia, and the Caribbean settled in California.  Family patterns that included single-parent households and working mothers had an impact on youth needs.  4-H fostered new ideas to revitalize existing programs and started new ones.  In Los Angeles, 4-H pioneered programs in low-income housing projects in such subjects as drama, arts and crafts, cooking, math, and reading.  Because urban areas have large and heterogeneous populations, many urban programs were operated collaboratively with community organizations.  4-H became a partner in federally funded programs that help children catch up in school, get health care, and adapt to new communities.

4-H Horseman Video, circa 1950

Adapted from an essay by Bridget Norman, National 4-H Conference Delegate
Summary prepared from "A Sustaining Comradeship: The Story of University of California Cooperative Extension, 1913-1988" by Ann Foley Scheuring.